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Sustainable Higher Education Development Through Technology Enhanced Learning

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Sustainable Higher Education Development Through Technology Enhanced Learning sustainability Article Sustainable Higher Education Development through Technology Enhanced Learning Javier Orozco-Messana 1,* , Juan Miguel Martínez-Rubio 2 and Ana Maria Gonzálvez-Pons 1 1 ITM, Universitat Politecnica de Valencia, 46022 Valencia, Spain; [email protected] 2 DISCA, Universitat Politecnica de Valencia, 46022 Valencia, Spain; [email protected] * Correspondence: [email protected] Received: 2 April 2020; Accepted: 28 April 2020; Published: 29 April 2020 Abstract: Higher education is incorporating Information and Communication Technology (ICT) at a fast rate for different purposes. Scientific papers include within the concept of Technology Enhanced Learning (TEL) the myriad applications of information and communication technology, e-resources, and pedagogical approaches to the development of education. TEL’s specific application to higher education is especially relevant for countries under rapid development for providing quick and sustainable access to quality education (UN sustainable development goal 4). This paper presents the research results of an online pedagogical experience in collaborative academic research for analyzing good practice in TEL-supported higher education development. The results are obtained through a pilot implementation providing curated data on TEL competency’s development of faculty skills and analysis of developing sustainable higher education degrees through TEL cooperation, for capacity building. Given the increased volume and complexity of the knowledge to be delivered, and the exponential growth of the need for skilled workers in emerging economies, online training is the most effective way of delivering a sustainable higher education. The results of the PETRA Erasmus+ capacity-building project provides evidence of a successful implementation of a TEL-supported methodology for collaborative faculty development focused on future online degrees built collaboratively and applied locally. Keywords: technology enhanced learning; sustainable on-line education; capacity building 1. Introduction The virtualization of society thanks to the Internet and the wide availability of sophisticated devices, is making higher education evolve everywhere. TEL is now embedded into all types of universities—digitalizing contents, changing methodologies, and facilitating the quality implementation of TEL into all types of degrees. [1] New technology-native generations and the ubiquity of the Internet, has made traditional delivery of contents obsolete thanks to the flexibility and accessibility of contents fulfilling instantly individual requirements. Methodologies are increasingly dynamic and with a modular structure based on instant consumption for different uses and environments. Innovation is developing university courses hugely, [2] a tendency that is giving birth to an exponential availability of e-courses and materials. Beyond mere tools, TEL applications allow fast capacity building into young faculty and collaborative (open) schemes for implementing methodologies and contents, [3] and achieving excellent results which can be deployed with a small fraction of the resources traditionally required for University education. Existing open-source education platforms can be implemented easily with a significant improvement of students’ performance and levels and engagement with very limited resources. [4] Collaborative schemes and capacity-building initiatives enhance the quality development of learning resources (contents), teaching tools (systems), and proven practices. These facts, together with Sustainability 2020, 12, 3600; doi:10.3390/su12093600 www.mdpi.com/journal/sustainability Sustainability 2020, 12, 3600 2 of 13 low-cost Internet and ubiquitous tablets (or cell phones), are a very attractive alternative to traditional learning for fast-growing societies with limited resources [5]. The Internet has changed timing, access to knowledge, and learning processes [6]. Once presential limitations are abolished, students are empowered to manage their time schedules and pacing [7]. Faculty is then faced with a different scenario for tracking progress and assessing evaluation, which needs to be adapted to individual progress [8]. Through a review of TEL literature research [9] we can assume that TEL comprises much more than facilitating tools. The possibilities of technology applied to learning should be addressed through their core nature values for augmented learning. The main focal points of this approach are information handling, learning process management, knowledge building supervision, and collaborative development. Considering education as a system, information is our input, while knowledge acquisition is the output obtained through the teaching process. In this model, native TEL values of inexpensive data handling, instant communication, and information access should be addressed as the main values for TEL programs. The implementation of a TEL strategy allows a quick and sustainable development of higher education with a wide outreach, but requires adequately prepared academics and collaboration [9]. For bridging this gap, the PETRA Erasmus+ capacity-building project was designed to develop a methodology allowing a quick launch of cooperative TEL implementation in Azerbaijan. Oil and natural gas exports have helped make Azerbaijan the most prosperous state in the Caucasus region. The post-Soviet Union era was a difficult transition period, which started to flourish after 2003. Economic independence favored an approach to the EU culminating in the signature of the Bologna Agreement in 2005. The new 2009 education law nominally introduced the European Credit Transfer System in the country. University bachelor degrees are three years, and postgraduate master’s programs are two years, followed by PhD and Sc.D doctoral degrees. From October 2013, the economic development brought different strategic plans, which aim to bring about a full reform by 2025. The strategy was created in compliance with a holistic and open approach to education and its development, which allowed a higher level of collaboration with the European Union. The strategic development goals are: Content development for a competency-based education, incorporating best practices from • the most advanced universities, their key academics, and establishing a Professional Learning Community (PLC). Developing this PLC community through the use of pilot academic programs, and experiencing • student development and motivation within Azerbaijan’s top universities. This will develop a new innovative education system tested on reference development academic programs for the country. Qualification of the public policy administration based on state–business partnerships for following • stakeholders’ guidelines and need. Creating a new mechanism for sustainable higher education development to meet ethics • and regulations. Creation of modern education infrastructure that ensures TEL development. • These goals meet the same conclusions summarized by Lai et al [10], only adding the necessary infrastructure which will allow collaboration and early deployment, but under Passey premises. [9] The PETRA project was based on these principles for the development of a TEL strategy in selected Azerbaijan Universities (8) in a cooperative way with five EU universities. Selected faculty teams (following the Ministry criteria) were selected for incorporating through TEL the basic competencies required for replicating the methodology into official curriculums in Azerbaijan. This paper introduces a pilot academic implementation of the resources developed through PETRA into a virtual collaborative master’s-level research project, constructed incorporating Sustainability 2020, 12, 3600 3 of 13 individual work (each student thesis) as complementary elements of the project. The pilot technical design and implementation presents an excellent practice for collaborative TEL-based higher education development. 2. Background Literature Review According to recent literature analyzing successful results of TEL higher education implementations, the proposed research background builds its design on the key elements for efficient virtual higher education excellence factors in order to define a pilot strategy. According to Fazil et al. [1] the acceptance of TEL in education requires motivation, an anxiety-free experience, and perceived efficiency—which are centered first on the learning management system [4]. The deployment of higher education online learning should then be centered on efficient and inspiring implementation, which requires leadership. Graham’s review [7] of learning systems identifies motivation with cultural context and learner’s pacing control, and how a supervisor’s leadership can support the process. All these elements are studied on the Purdue team coordinated by Lee [8] who conclude that a TEL program undertaken from motivation and carried out with leading supervision, also requires the development of learning strategies based on the learners’ personal evaluation of the results efficacy, and high task value. This literature background supports the design of this paper’s research on the efficiency of TEL for collaborative academic research project development. 3. Materials and Methods 3.1. Reference Information and Methodology Design There are 51 higher education institutions in Azerbaijan, 40 out of them public (state) and 11 private. The actual number of students active in these universities (2019) is presented in Table1. Table 1. Key figures for Azerbaijan higher education
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